000 03410nam a22005175i 4500
001 978-981-15-5515-2
003 DE-He213
005 20210226030855.0
007 cr nn 008mamaa
008 200613s2020 si | s |||| 0|eng d
020 _a9789811555152
_9978-981-15-5515-2
024 7 _a10.1007/978-981-15-5515-2
_2doi
050 4 _aLB2806.15
072 7 _aJNKC
_2bicssc
072 7 _aEDU007000
_2bisacsh
072 7 _aJNDG
_2thema
082 0 4 _a375
_223
100 1 _aLi, Zhan.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aLanguage Teachers at Work
_h[electronic resource] :
_bLinking Materials with Classroom Teaching /
_cby Zhan Li.
250 _a1st ed. 2020.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2020.
300 _aXV, 141 p. 13 illus., 10 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1 Introduction -- Chapter 2 Teachers’ use of materials: A sociocultural perspective -- Chapter 3 The design of the study -- Chapter 4 Teachers’ use of curriculum materials -- Chapter 5 Discussion -- Chapter 6 Conclusions and implications.
520 _aThis book examines a ubiquitous, yet under-researched, area of language education, i.e., language teachers' use of curriculum materials. It particularly focuses on EFL teachers' use of prescribed curriculum materials in higher education in Mainland China and presents a qualitative, multi-case study involving four Chinese EFL teachers and eight students (two students from each teacher’s class) at one university in Mainland China. Drawing on data from pre-lesson and post-lesson interviews with the teachers, lesson observations, and documents in three consecutive semesters at the target university, the book delineates the processes of materials use in classroom settings. It also identifies four domains of factors that influenced the enactment of curriculum materials. Most importantly, by adopting Vygotsky’s (1978) mediation theory and Remillard’s (2005) participatory perspective, the book constructs a "curriculum enactment mediation model" to reveal the complex and mediated relations among teachers, learners, curriculum materials, and context. It also recommends practical implications for materials developers, teacher educators, administrators, and policymakers.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation—Curricula.
650 0 _aLanguage and education.
650 0 _aSociolinguistics.
650 1 4 _aCurriculum Studies.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O15000
650 2 4 _aLanguage Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O23000
650 2 4 _aSociolinguistics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N44000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811555145
776 0 8 _iPrinted edition:
_z9789811555169
776 0 8 _iPrinted edition:
_z9789811555176
856 4 0 _uhttps://doi.org/10.1007/978-981-15-5515-2
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c102504
_d102504